Background. Issues related to the prevention of penitentiary crime, from the perspective of correcting the post-offense behavior of convicted individuals and their rehabilitation, are of significant interest to the scientific community, practitioners, and the public. Indeed, the issue of “recidivism” is a cornerstone of crime prevention. Therefore, research into the content, main directions, and methods of specialized criminological group measures to combat penitentiary crime appears relevant and scientifically significant. The purpose of the study is to identify the main directions, methods, and trends in the development of specialized criminological group measures to prevent penitentiary crime. Materials and methods. The objectives are achieved through an analysis of current Russian legislation, law enforcement practice, criminal law statistics, dissertations, monographs, and scientific periodicals. Results. This study analyzes the content, forms, and methods of specialized criminological group measures to prevent penitentiary crime and identifies some challenges in the organization of this activity. Conclusions. The study suggests a special role for special criminological group measures in the prison crime prevention system.
The article is devoted to the peculiarities of perception and evaluation of artificial intelligence by the state and religious institutions. The importance of digital technologies in the formation of socio-political discourse is con-sidered. It is noted that in public policy, digital technologies are primarily considered as a tool for improving the public administration efficiency, ensuring technological sovereignty, economic development, and improving the quality of life of the population. It is shown that the position of religious organizations presupposes the need to define the value and ethical boundaries of the use of intellectual technologies. The author analyzes the dif-ferent views of religious organizations (the Russian Orthodox Church, the Roman Catholic Church, and Protestant communities) on artificial intelligence. The paper substantiates the position that the interaction of religious organizations with authorities creates a basis for the development of ethical principles for the digital technologies use, their regulation, and application.
The aim of the study is to develop and pilot a system of pair and group interaction formats for English language classes in non-linguistic undergraduate programmes operating under limited classroom time (1st-2nd year, 4 academic hours per fortnight). The article presents both the theoretical and the practical dimensions of the study: it systematises the principles of the communicative approach, cooperative learning, and task-based instruction; on this basis a system of six formats of student interaction is designed (Information Gap, Think – Pair – Share, Jigsaw, Rotating Opinions, structured mini-debates, and collaborative output); the methodology of integrating these formats into a practical class is set out, with ready-to-use instructional materials – worksheets for pair work, expert-group sheets, and role cards for debates. The novelty of the study is procedural and consists in the development of a technology for organising oral classroom practice in English that is adapted to the constraints of a limited timetable and to mixed-proficiency groups, and that secures a sixfold increase in individual speaking time compared to a frontal mode of work. A pilot study (N=68, two semesters, Economics and Management programmes) showed that average individual speaking time increased from 2.4 to 14.2 minutes, oral fluency grew by 52%, and entry and exit student questionnaires designed to capture subjective perceptions of the learning process recorded positive dynamics across all eight indicators of subjective evaluation of speaking practice (confidence in speaking, sufficiency of practice time, willingness to speak in front of the class, comfort of working with mixed-proficiency partners, and others). The study establishes that the key driver of increased speaking activity is not pair or group work as such but the structure of the task – communicative need, language scaffolds, role differentiation, and obligatory reflection: in the absence of these elements, pair work loses its didactic value.
The purpose of the study is to substantiate the priority areas of digital transformation of technologies for teaching private law disciplines at Russian universities in the context of the transition to a national model of higher education and the rapid digitalization of the legal profession. The article reveals the essence and necessity of digital transformation of teaching private law disciplines. The work identifies the factors that hinder the integration of LegalTech and generative neural networks into the educational process. Approaches to the use of interactive educational formats have been identified, including the introduction of problem-based learning methods, the use of legal simulators and specialized digital training grounds, and the updating of the content of educational courses in private law disciplines. The limits of the permissible use of artificial intelligence technologies in educational activities have been established. The article provides a classification of universities based on their level of involvement in digital changes, as well as a toolkit for measuring LegalTech competencies. The scientific novelty lies in the systematic analysis of the contradiction between the need to preserve fundamental theoretical training (knowledge of legal dogma, formation of legal consciousness) and the introduction of digital tools (LegalTech, Legal AI). For the first time, a set of methodological recommendations for teachers of private law disciplines has been proposed, aimed at the synthesis of traditional and interactive technologies; the ethical and methodological boundaries of the use of generative neural networks in the educational process have been determined; and three groups of universities have been identified based on their level of readiness for the digital transformation of legal education. Research results include the following: key systemic challenges have been identified (legal uncertainty of digital objects, shortage of personnel with interdisciplinary competencies, imperfection of legislation in the field of AI and intellectual property). The need for a transition from passive knowledge transfer to problem-oriented, project-interactive teaching methods using Virtual Reality and Augmented Reality, legal “sandboxes”, simulators and clinical principles of university policy regarding the use of neural networks have been formulated (prohibition of downloading confidential data, mandatory verification of results, indication of the fact of using AI). Practical recommendations have been developed for updating the content of courses in civil, family, and business law, taking into account the digital agenda (smart contracts, digital assets, NFT, legal personality of AI).
